Showing papers in "Journal of Teaching in Social Work in 1988"
TL;DR: The study of history can not only fill in the missing pieces in their pictures of out nation's past and out profession's evolution, it can also enhance student's development of skills in data collection and analysis and written and oral communication.
Abstract: Because they have grown up in an ahistorical culture, many of today's social work students do not challenge prevailing myths about our past and, consequently, dissociate present problems from their historical antecedents. They also often lack essential skills of analysis and critical judgement which are prerequisites for successful practice. The study of history can not only fill in the "missing pieces" in their pictures of out nation's past and out profession's evolution, it can also enhance student's development of skills in data collection and analysis and written and oral communication. Finally, it can provide them with a greater appreciation for thel ives of the lcients with whom they work and a concrete basis for the values which social work professes and the goals wo which it aspires.
22 citations
TL;DR: Dialogue in education explores the concepts of equality in educative processes as mentioned in this paper, and introduces the critical notion of facilitative participation and the use of theatre to enhance communication, and a number of exercises and activities are included in this article.
Abstract: Dialogue in Education explores the concepts of equality in educative processes. This paper challenges traditional modes of education. It introduces the critical notion of facilitative participation and the use of theatre to enhance communication. A number of exercises and activities are included in this article, as well as list of selected readings.
13 citations
12 citations
TL;DR: In this paper, a survey of field work directors at the Council On Social Work Education accredited baccalaureate social work education programs was conducted to investigate the involvement of physically disabled students in BSW programs, focusing on special field education problems and solutions, as well as the educational outcomes with regard to these students.
Abstract: It has been over 100 years since the social work profession first demonstrated its commitment to physically disabled citizens. More recently our attention has been called to the apparent low priority this population has been accorded in social work education. In an effort to address another aspect of this concern, the field work component of the curriculum, a survey of Field Work Directors at 346 Council On Social Work Education accredited baccalaureate social work education programs was undertaken. A beginning attempt to investigate the involvement of physcially disabled students in BSW programs, focus was also on special field education problems and solutions, as well as the educational outcomes with regard to these students. Results seem to indicate that physically disabled students are involved in baccalaureate social work education and are able to follow professional career patterns in at least the same percentages as their non-disabled couterparts. The majority of problems appear to be an ecological...
10 citations
TL;DR: The use of computer assisted learning (CAL) along with the techniques of fixed format testing are fairly well established in the United States, they are only recently finding their way into general use in the UK.
Abstract: While the use of computer assisted learning (CAL) along with the techniques of fixed-format testing are fairly well established in the United States, they are only recently finding their way into general use in the United Kingdom. The authors review their progress in introducting CAL to the British social work education scene. Since 1983 they havce developed a number of programmes for teaching and testing mental health. They have applied these programmes under controlled conditions, investigating variouis aspects of CAL in respect of both student preference and performance. The results have been generally favourable to date and point the way for continued work.
9 citations
8 citations
TL;DR: The authors discusses theoretical concepts of the evaluation process pertaining to social work students in field placement and different methods of evaluation -one of the field instructor's "most worrisome" tasks, including keeping records, choosing a supervisory role and conduct ongoing evaluations through supervisory conferences.
Abstract: This paper discusses theoretical concepts of the evaluation process pertaining to social work students in field placement and different methods of evaluation - one of the field instructor's "most worrisome" tasks. Objective and subjective factors that influence field instructors are cited as well as factors to consider when looking at professional potential. Pragmatic suggestions for planning and carrying out meaningul evaluations, given as aids to help social work students learn and grow, include ways to keep records, choose a supervisory role and conduct ongoing evaluations through supervisory conferences.
8 citations
TL;DR: The history of social work is relatively short yet important as mentioned in this paper, and it provides perspective on present events and the consequences of possible future actions in social work practice, as well as a resource to aid in incorporating material on the history of the profession into the professional foundation curriculum.
Abstract: The history of social work is relatively short yet important. Relating this history to contemporary social work practice provides perspective on present events and the consequences of possible future actions. This article is intended to serve as a resource to aid in incorporating material on the history of the profession into the professional foundation curriculum. Historical themes of the profession of social work are identified, their use in instruction is discussed, and reference materials are presented in chart and bibliographic form.
7 citations
TL;DR: The authors used case examples and guidelines from the author's teaching and curriculum development experiences to integrate ethnic minority content and research design issues in social work curriculum and found that a contribution can be made not only to the teaching of ethnic minority issues, but also to the understanding of social work research issues.
Abstract: Using case examples and guidelines from the author's teaching and curriculum development experiences, a method is described for integrating ethnic minority content and research design issues in social work curriculum. After an examination of the didactic uses of research case examples infused with ethnic minority content, the point is made that a contribution can be made not only to the teaching of ethnic minority issues, but also to the understanding of social work research issues. In particular, a rationale for teaching and a motivational technique for understanding alternatives to experimentation is presented as a derivative of ethnic minority content in the research curriculum.
7 citations
6 citations
TL;DR: In this paper, the long-standing problems associated with field instruction in graduate social work education are presented in their historical context, with an explanation suggesting why it was not acceptable to the profession of social work.
Abstract: The long-standing problems associated with field instruction in graduate social work education are presented in their historical context. Previous work that suggested a change to an internship model is reintroduced, with an explanation suggesting why it was not acceptable to the profession of social work. Additional analysis is provided to support the need to move away from the field instruction model into an internship model. This analysis includes the demands of declining resources, and the position of field instruction in higher education. A proposal is outlined with conceptual and logistical considerations identified.
TL;DR: This paper examined the dimensions underlying student rating to aid in the interpretation of student judgements of teaching effectiveness, and identified three dimensions: Instructional Merit or Skill, Evaluation Process or Feedback; and Course Value and Content Implications of the factor structure for social work education.
Abstract: Student evaluation of courses and instructors are accorded an important role in schools of social work in relation to educational planning and faculty promotion, tenure and salary decisions This study examined the dimensions underlying student rating to aid in the interpretation of student judgements of teaching effectiveness Exploratory factor analyses identified three dimensions of teaching effectiveness: Instructional Merit or Skill; Evaluation Process or Feedback; and Course Value and Content Implications of the factor structure for social work education are discussed
TL;DR: In this paper, the authors describe a process, exemplified in two interrelated health care courses, of moving students beyond the medical model, which is described at the level of students' own self-care, their relationship to clients and colleagues, and their re-vision of the social work role in health care.
Abstract: This article describes a process, exemplified in two interrelated health care courses, of moving students beyond the medical model. In the two courses, Direct Practice and Self-Regulation Methods, students are taught to envision desired states rather than remaining focussed on disease and dysfunction. Through the use of biofeedback, relaxation and activities from psychophysical education, students develop an increased understanding of mind/body integration and the power of the image. The resulting change in world view is described at the level of students' own self-care, their relationship to clients and collegues, and their re-vision of the social work role in health care. Also included are responses from field instructors and the practice community to this teaching approach which stems from a focus on health.
[...]
TL;DR: The majority of full-time master's degree social work students in the U.S.A. are below age 30 as discussed by the authors, while grappling with age-appropriate developmental tasks, the younger student contends with an array of psychosocial problems in learning that are often more complex and anxiety evoking than one might reasonably plan for.
Abstract: The majority of full-time master's degree social work students in the U.S.A. are yound (below age 30). While grappling with age-appropriate developmental tasks, the younger student contends with an array of psychosocial problems in learning that are often more complex and anxiety evoking than one might ieally plan for. Manifestations of developmental arrest and skewing are distinguished from expectable protective adaptations. The paper elaborates on the syngeristic interplay of such developmental issues and learning experiences. Implications for social work education are presented.
TL;DR: Social work students, particularly in health concentrations, must be sensitive not only to the myriad cultural characteristics of native born Americans of various ethnicities who have experienced some acculturation to dominant cultural values, but also to the traditions of recent immigrants who have not yet made the transition.
Abstract: Ethnocultural factors play a significant role in the association between stressors and the onset of illness as well as in the use of health services and in the adaptation to serious illness. Social work students, particularly in health concentrations, must be sensitive not only to the myriad cultural characteristics of native born Americans of various ethnicities who have experienced some acculturation to dominant cultural values, but also to the traditions of recent immigrants who have not yet made the transition.
TL;DR: In this article, the authors present the experience of one graduate school of social work in preparing students for entitlement practice through development and implementation of an "Entitlement Lab Curriculum" as a required course in the Human Behavior and Social Environment sequence for all MSW students.
Abstract: As government cost-cutters attack the growth and size of entitlement programs essential to the survival of millions of this nation's most vulnerable populations, it is urgent that social work practitioners become increasingly knowledgeable and effective in helping clients negotiate entitlement systems for benefits and access. To meet this need, this paper will present the experience of one graduate school of social work in preparing students for entitlement practice through development and implementation of an "Entitlement Lab Curriculum" as a required course in the Human Behavior and Social Environment sequence for all MSW students. Organizational and educational issues and strategies are analyzed to encourage broader development nationally of entitlement education within master's social work programs.